«Εναλλακτικές προτάσεις αξιολόγησης για την πρωτοβάθμια εκπαίδευση»

Abstract

The last few years have seen the start of a combined application of traditional and newer evaluation techniques, as evidenced within education practice. The issue that arose regarding the utilisation of new evaluation methods was of crucial importance, given the urgent need for an improved system of evaluation of student performance. At the same time, it has been strongly suggested that the weaker aspects of the traditional way, in which student progress is being assessed, need to be eliminated. These new so-called ‘authentic evaluation’ methods establish a direct link between learning and the evaluation process, and real, authentic situations and experiences drawn from children’s lives. Ideally, a combination of traditional and contemporary methods, appropriate to each situation, would be applied. These techniques should also adapt accordingly to the needs specific to each country’s education system, which is, in turn, required to constantly reinvent itself, so as to remain up to date with society and the everchanging demands of daily life. More importantly, however, these alternative suggestions and methods are expected to serve, apply to and focus primarily on children’s needs, as well as their specific level. Thus, they may be able to reveal what the person under evaluation truly understands and is capable of, based on the knowledge they have acquired and internalised as well as on the skills they have developed at school through learning and practice.